Webinar 1 LIST 4373

LIST 4373
WEBINAR 1
Monday, February 8 (6:00-7:15 pm) and a repeat webinar is on
Tuesday, February 9 (2:00-3:15 pm)
OR RECORDEDSESSION
*Learning in real-time! This class has many synchronous [real-time]
learning opportunities. Recordings will be available of all webinars.
[Please login 10-15 minutes early]
Join Link: https://elearn.uta.edu/webapps/bb-collaborate-
bb_bb60/launchSession/guest?uid=363e00dd-509d-4469-
95bb-7c82ff0be762
Chat window
1. All: *Type a greeting in the chat window to your classmates! 
2. Optional: If you arrive (login) early, we will be doing informal chat
in the chat window about your favorite authors and books to use to
teach reading and writing (children’s books and/orYoung Adult
authors). We will also be chatting about your own favorite books and
authors. “What have you been reading lately?”
All private chat is visible to the professor!
Please leave audio/talk button off the entire webinar.
Thanks! 
Dr. Semingson in
Dallas

Early-
bird word
search
If you arrive
early, use
the digital
“pen” or
highlighter
to do the
word search!

Before the webinar begins…
Please type in the chat window… (1-3+ sentences)
• Please type a greeting to classmates!
• Let us know about your favorite children’s
authors….
• Type your answer but don’t hit enter until the webinar
officially begins! 
• *All private chat is visible to the professor.

You can save the chat window
at the end of the webinar
1. Top left corner
2. FileSaveChat
3. Name the file
1. Save on your
computer

Tech Support for Webinars
(24/7)
▪ Tech support (24/7) for the webinars
▪ If you are having trouble logging in to the sessions
▪ 1 (877) 382-2293
▪ (Blackboard Collaborate)

Webinar Goals and Objectives
Students in LIST 4373 will….
• Gain confidence with webinar tools.
• Discuss key concepts and ideas in the chat window.
• Define and discuss balanced literacy
• Examine ways to teach digital literacy
• Construct a definition of what emergent literacy is
• Enjoy learning about literacy   [affective goal]
• TIP: Use emotions in the chat window, if you wish! 

Getting Started-Agenda of Webinar 1
• Orientation to Blackboard Collaborate
• Introductions
• Overview of Course Readings/Professor Notes
• Overview of Course Assignments
• Other items!
• General advice and encouragement!
• Overview of Session 1 Content (“big ideas”)
• Q/A

Content
•Intro to Balanced Literacy
•Key terms to know about balanced
literacy
•*Read Professor Notes and links
before the webinars for preparation for
discussion of content during the
webinars.

POLL: Balanced Literacy
Statement: I have heard about the term
“Balanced Literacy”
If yes, tell what that was like in the chat
window.
Green check (yes)
Red X (no)

Session 1 Content—Balanced Literacy
and the Big Five
•Guiding Question—prior knowledge
•What do you know about elementary
literacy instruction and balanced
literacy? Type this into the chat window.

Big Five: definitions and examples
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

Balanced Literacy : To, With, By
Source: Austin ISD website (Curriculum)

Balanced Literacy
*I will send the balanced literacy framework
• Read Aloud
• Shared Reading
• Guided Reading
• Partner Reading
• Independent Reading
• Word Study/phonics
• Literature Circles/Book Club

Writing in a Balanced Literacy Framework
• Modeled writing
• Shared writing
• Guided writing
• Independent writing
• Writing notebooks
• Writing workshop (focus on compositions)
• Grammar/spelling/conventions/standardized English
• *Role of digital writing

TRENDS WITH TECHNOLOGY
AND WRITING
• digital writing
• digital storytelling
• Web 2.0 and writing: blogs, wiki
(collaborative); Google docs (in the
cloud; collaborative
• Mobile devices
• multi-modal writing; where are we
heading?

Focus on digital literacies/new literacies
• Move from print to digital literacies
• What have you seen of this?
How will this shape our instruction in the classroom?
• Examples of multi-modal literacy practices…
• iPads and other mobile devices
• Students creating media (read/write versus read-only)
• Expectations for 21st century learning (Google this term!)

Pre-writing and mobile tools
Popplet http://popplet.com/
• Dr. S’s sample for personal narrative brainstorm
http://popplet.com/app/#/601777

Pre-writing and mobile tools:
tablet as white board
• Screencasting with images and audio narration; create
video and share with peers and teacher
• Screenchomp &
• Simple Heart Map
• Thoughts?
• Other mobile tools
• for brainstorming?

Examples of a broader view of
literacy/digital literacies
• Edmodo/social networking
• Digital storytelling
• Mobile tools/apps
• What else?

Difference between…
• Phonological awareness
• Phonemic awareness
• Phonics?
• For further explanation view and bookmark:
• http://www.youtube.com/watch?v=McJldIFIpC8
• Techniques for developing phonological awareness
• http://www.youtube.com/watch?v=58wWI2NMHeQ

Lesson Steps Activities Materials
Introduction
 connect today’s
lesson to previous
lessons
 give a purpose for
today’s lesson
“Students, you remember that we have been studying the sounds of the alphabet letters. Today
we will learn how to blend the letter sounds together to read words. Learning to blend letter
sounds together is the first big step in learning to read most of the words you’ll see.”
Explicit Teacher
Explanation and
Demonstration
1. Write the word mat on the whiteboard.
2. Point to each letter and make its sound.
3. Blend the three sounds together slowly, then pronounce the word. Sweep your hand below the
letters as you blend the sounds slowly, then tap below the word as you pronounce it.
4. Repeat this blending process with several other short-a CVC words until you feel that the
students are ready to move on.
whiteboard
markers
eraser
Interactive
Guided Practice
1. Write the word sad on the teacher’s whiteboard and have the students write the word sad on
their individual whiteboards.
2. Using the teacher whiteboard as an example, lead the students in blending and pronouncing
the word sad in unison on their whiteboards.
3. Repeat the blending process with the students on several more short-a CVC words. Provide
guidance as needed.
student
whiteboards
markers
eraser
Monitored
Independent Practice
1. Write the word fat on the teacher’s whiteboard. Have the students copy the word onto their
whiteboards.
2. Say to the students, “When I say think, you look at the letters on your whiteboard and figure
out the word in your head. When I say word, you tell me the word.”
3. Repeat this process with more short-a CVC words until you feel that the students are beginning
to understand the blending process well.
4. Have the students read a short-a decodable text for additional practice.
Student
whiteboards
markers
eraser

Examples of pre/post assessment
• Spelling test (dictation) 5-10 words representative of
the pattern/rule.
• Phonics screener: Quick Phonics Screener
• Word list with examples of 10-15 words
representative of the phonics pattern/rule.
• Flashcards
• Don’t include “informal observations” (although these
are indeed a valuable informal measure!) as your
assessment. It needs to be able to be systematically
documented. See Chall and Popp for ideas (E-
Reserve reading).

Review of basic phonics terms
Source: http://boostforreaders.com/phonicscharts.html

Mobile Apps
Where else can you find mobile apps related to word
study and phonics?
• PBS Mobile Apps http://pbskids.org/mobile/

Building your own background knowledge
Useful (OPTIONAL) Videos from FCRR for teachers:
• 1) Word building and blending:
http://www.fcrr.org/FAIR_Search_Tool/FLVs/launchFAIRpl
ayer.html?src=598.flv
• 2) Move it closer say it faster:
• 3) Sorting Words

INTERACTIVE POLL:
•
I HAVE HAD A CHANCE TO ask comprehension
questionsTO STUDENTS.
•
Put a green check mark if yes
• Put an X if no
• If you have done a read-aloud, please type what you
know in the chat window!!
GREEN CHECK (YES)
RED X (NO)

Looking ahead to the guided reading
lesson plan
• Examples of types of books that can be used…..
• You can use Julius, the Baby of the World by Kevin
Henkes (first half or second half)
• Quick overview of “Initial Thoughts on Lesson Plan (Week
5 assignment)

Before-during-after format
• Before -preview the text; set purpose; preview vocabulary;
motivate
• During -guide comprehension
• After -assess comprehension and vocabulary; revisit text
to support discussion and dialogue
• What are other key ideas about guided reading? (Fountas
& Pinnell chapter)

Lesson Plan Formats for Guided Reading
• There are a variety of lesson planning formats. Use the
one provided by your school/district. Detail and specificity
is always better than less detail, especially when getting
observed.

More advice
• Be prepared for each lesson but don’t over-prepare. You
have a lot of instruction to plan for each day. The more
you can incorporate routines and meaningful
conversation, the better your groups will run.
• When getting observed, have a printed and/or digital copy
of your lesson plan made available to your observer and
also all materials that students receive (e.g., handouts, a
copy of the book).

Austin ISD Examples
Source: Austin ISD Language Arts page
www.austinschools.org/.../la/.../LA_Guided_Reading_Overvi

Big Ideas about Strategic Reading
• Explicit instruction
• Comprehending vs comprehension (active process vs.
assessing)
• Need to help students activate their schema.

Thinking aloud
• Use prompts or statements
• Demonstration by Dr. Semingson of thinking-aloud.
• I will send you an example of think aloud prompts through
the webinar.
• Accountable Talk (L. Resnick and colleagues)

• Use an anchor chart for your teaching focus. Explicitly
teach the what, why, when, and how of your teaching
focus. Students should know what it is they are learning
and why it is important. This is the case for all of your
teaching all day long, in fact.

Matching text with the reader
• Be prepared for each group with a text matched at the
students’ reading level.
• Leveling charts

Chunking the Text for Scaffolding and
Monitoring of Comprehension
• “Chunk” the texts at strategic stopping points to discuss
what’s happening, ask open-ended comprehension
questions to check for understanding and to set a purpose
and revisit the teaching focus often. ‘
• You can’t state the learning objective too often to
students.
• Refer often to the anchor chart (visual cue) and make
sure it is visibly displayed to students.
• Model the type of comprehension conversation you would
like them to have.

Introduction
• In your introduction that gets students into the book, hook
the students’ interest, engage them in talk about their prior
knowledge or predictions and make explicit the text
structure (how the text is organized). Always talk about
text structure and genre of the text prior to reading. This is
for ALL text.
• Always set a purpose for reading. “Let’s read to find
out….”

Vocabulary needs to be visual and
kept on charts, lists, handouts, etc.
What are
other ways
to use visual
scaffolding
with
vocabulary?

Planning Sheet- GRLP
• Teaching focus (comprehension that aligns with Figure
19)
• Pick one: main idea/get the gist, connecting (pick one: T-
S, T-T, T-W), drawing conclusions (making inferences),
self-monitoring, predicting/confirming (can do a t-chart),
questioning /wondering (good for non-fiction); Find this in
Figure 19

Figure 19/TEKS/State Standards for
Comprehension Strategy Instruction
• Please preview Figure 19 and read through how the
comprehension strategies are vertically aligned across the
elementary grade levels.
• Download the document here and read the entire thing.
• ritter.tea.state.tx.us/rules/tac/chapter110/19_0110_0010-
1.pdf
• You are responsible for teaching these comprehension
strategies.
You will pick one of these strategies for your guided
reading plan.
• They can be used for content-area reading!

Anchor Chart:Avisual
This “looks like” a small poster you create
These are on Pinterest, etc. but please make your own anchor
chart for this course!
• You will be creating a comprehension anchor chart
• -main idea (get the gist)
• Connecting (Text-Text, Text-Self, Text-World)-pick one only
• Drawing conclusion/inferencing
• Self-monitoring
• Visualizing
• Other strategies from Figure 19
• TASK: Find a comprehension anchor chart online and share
the link in the chat window (Pinterest, Google Images, teacher
blogs, etc.). Discuss what you find.

Comprehension and posing questions—
demonstration and practice
• Literal
• Inferential
• Applied
•*Let’s practice writing each type of
question.
• Write one of each type of question using any children’s
book as an example.

Examples using The Hundred Dresses
Literal Questions:
• Who are the main characters?
• Who wrote the book?
• Where does the story take place?
• Literal Questions (can easily be answered by locating
and retrieving directly from the text with little to no
interpretation)

Inferential Questions
• Inferential Questions
• What kind of person is Wanda? What are words to describe Wanda
and why?
• Is Wanda lying when she says she has a hundred dresses? Why or
why not? Use text evidence to support your answer.
• Is anyone a bully in this book? How so? What makes someone a bully
in the story? Is Maddie a bully? What in the text tells you that?
• Why does Maddie not speak up even though she struggles with the
bullying of Wanda?
• Why does Maddie constantly envision defending Wanda? What does
this mean about Maddie? Why doesn’t she say anything?
• How are Maddie and Wanda alike? How are they different?
• What do you think happened to Wanda? Why do you think so?
Inferential Questions (involves making inferences or drawing
conclusions based on the reader’s prior knowledge and schema)

Applied (“real-world”) questions
Applied Questions
• Who is your favorite character and why? Who is your least
favorite character and why?
Are you reminded of another book, movie, or real-life scenario
from this book?
• Why do you think the author wrote this book? Do you think it
would make a difference to a child after reading this book in
their behavior, either about bullying or standing up to bullies?
• Did you like the book? Why or why not?
• Would this book appeal to boys, as well? Why or why not?
Applied Questions (“real world” questions that involve
application to an invented scenario, interpretation of the text,
inclusion of the reader’s judgment, opinion, and personal
response)

Optional to-do
• This is optional:
• Start a Pinterest page or a bookmarking site (e.g., Diigo).
• Start collecting items that relate to:
1. Guided Reading
2. Comprehension
3. Phonics/Word Study
4. Vocabulary
5. Anchor charts for reading instruction
6. Anchor charts for writing instruction

Goals/Looking ahead/Reflecting:
Respond to one of these prompts in the chat window
• What is a goal you have for the class and managing your
own learning in an online course?
• What were your thoughts on the webinar?

Reward yourself!
To-do lists work! (checklists)
Break the task down into a lot of little things to do! Then
cross them off as you complete them.
Set a timer to work/write.
Reward yourself!
Type in chat window. What are your rewards to yourself for
working hard? Dr. S’s: coffee and scone!

Friendly Reminders….stay on top of
things!! 
• Submit your post-webinar reflection to Blackboard by the
due date! you are learning with others! 
• Please email me if you need anything. I will reply quickly.
You can also set up BBIM to IM me most days.
• I can also do 1-on-1 videoconferences at your
convenience (by appointment) if you have individual
questions. I am more than happy to set up an
appointment to meet by videoconference!

Encouragement
• Keep going!
• Reward yourself
• Finish assignments
early.
• Resources on
Blackboard!
• Contact Dr. S if
needed!

Webinar 1 LIST 4373

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Webinar 1 LIST 4373